Uses for Audio

Audio	Appropriate Use	How Integration Enhances e-Learning	Its Effectiveness in an e-Learning Environment
Voice-over Narration	Should only be used when it is absolutely necessary. Students should be given the capability of turning on and off sound.	If facilitator narrates, an emotional attachment is created with students. It enhances learning when the tone is conversational. Complicated graphics should be narrated.	Works best for short five minute lessons and presented at a rapid continuous pace. Not appropriate for longer lesson.s Learning is retained when graphics are used with audio versus text. Audio can motivate students to learn.
Music	For memorable introductions and conclusions. A major milestones in a presentation to retain the audience’s attention. In places where the music could enhance a concept.	Should only be used if it is not a distraction. Should not expect to enhance an inferior presentation to make it better. It will be just an inferior presentation with music.	It may contribute to a more “immersive” learning experience. Helps create emotional cues. May contribute to a change in behavior.
Sound effects	To create a mood. When students near to hear something to understand it. *	Helps sets a scene. They help tell a story. Should enhance content. They emphasize the text and narration.	They can be used to give auditory clues. More effective when used sparingly.
Podcasts	Used in addition to texts and lectures.	Allows teachers to keep their current teaching methods, but expand them. They are portable so students can listen to them anywhere and at anytime.	Students’ writing and verbal skills are enhanced when they create their podcasts. Narrating the podcasts help student develop good public speaking skills.
Two-way audio	For predetermined time (examples: specific time of day, weeks, or months. *	It allowed students who normally took correspondence courses to have live communication with the instructor.	Students’ auditory skills are enhanced in the learning environment by receiving and learning by verbal lecturing.
Two-way audio with graphics	To provide graphics for the students to match up with the audio being presented.	It allows both the instructor and students to see the graphics regardless of where they are.	Students’ kinesthetic and visual skills would contribute to the learning environment.
mp3	To provide audio clips to enhance text.	Allows the instructor to narrate graphic.s	For the student it is an additional tool for comprehension.

References:

Blair, D. & Dickinson, M. (2011). How Much Narration in eLearning? Our Lessons Learned. Learning Solutions Magazine.
Retrieved from
http://www.learningsolutionsmag.com/articles/666/how-much-narration-in-elearning-our-lessons-learned

Moore, C. (2010) Do We Really Need Narration? Cathy Moore. Lets Save the World from Boring eLearning. Retrieved from
http://blog.cathy-moore.com/2010/09/DO-WE-REALLY-NEED-NARRATION/

Prestera, G. (2012). 10 Tips for Better E-Learning Audio. Learning FX Performance. Retrieved from:
http://www.presterafx.com/wordpress/?p=122

From “Podcasting in the Classroom,” 2009, Films Media Group. Copyright 2011 by Films on Demand. Adapted with permission. (2011). Retrieved from
https://ecampus.phoenix.edu/secure/aapd/ED/AET541/elearning_audio/player.html Audio in E-Learning


(2012). Best Practices: Tips for Using Graphics and Audio in eLearning Courses. The TrainCaster Blog. Retrieved from:
http://blog.traincaster.com/2011/04/12/best-practices-tips-for-using-graphics-and-audio-in-elearning-courses/

(2009). Should You Add Background Audio to Your E-Learning Courses? The Rapid E-Learning Blog. Retrieved from
http://www.articulate.com/rapid-elearning/should-you-add-background-audio-to-your-e-learning-courses/